Beaufront First School

Beaufront First School

Address: Sandhoe, Hexham, Northumberland, NE46 4LY Unique reference number (URN): 122222

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Attendance and behaviour Expected standard

Pupils, including the very youngest children in the Reception and Nursery classes, attend this small school regularly. They arrive punctually. Very few pupils are persistently absent. Leaders share class attendance information with pupils, parents and carers each week. This helps to promote regular attendance and punctuality. Leaders' strategies are effective in maintaining high levels of attendance. They have effective systems to monitor pupils’ attendance and punctuality. Over time, pupils with special educational needs and/or disabilities, and disadvantaged pupils, attend more regularly than other pupils nationally.

p.2

Attendance and behaviour Expected standard

Overall, pupils behave well in lessons and around school. Occasionally, when learning is not closely aligned with pupils’ starting points, their attention wanes. Pupils, from the youngest to the oldest, play cooperatively during breaktimes. Leaders have improved the outdoor environment and installed new playground equipment. This provides pupils who find social times more difficult with space and support to take part in play and manage their emotions more effectively. Instances of unkind behaviour or hurtful words are rare. Pupils know the definition of bullying and say that there is little evidence of bullying or name-calling at Beaufront. Pupils value each other, their teachers and their school.

p.2

Early years Expected standard

Leaders evaluate strengths and areas for development in the early years accurately. Children thrive in the safe, welcoming and nurturing environment because staff know them well. Leaderes identify children’s individual needs quickly and adapt the curriculum to support all children, including those with special educational needs and/or disabilities and disadvantaged children. Children’s speech, language and communication skills develop through high-quality interactions with staff. Children play and interact well with each other. They work collaboratively and apply what they have been taught with increasing independence. Staff focus clearly on developing children’s emotional resilience.

p.2

Early years Expected standard

Children in the early years make good progress from their starting points. The curriculum prepares them well for the next stage of their education in Year 1. Children develop early reading skills through a rich diet of stories, rhymes and songs. In Reception, children build on this strong start and progress through the phonics programme with confidence. Staff provide regular opportunities for children to develop the strength and control needed for writing. Most children hold pencils correctly. By the end of Reception, almost all children form letters and numbers accurately. Children develop confidence and accuracy when working with numbers.

p.2

Inclusion Expected standard

Leaders create a culture where all pupils are included. All pupils, including pupils with special educational needs and/or disabilities (SEND), disadvantaged pupils and pupils known or previously known to social care, feel valued and nurtured. Leaders work proactively with families, health professionals and other services to identify and overcome any barriers pupils may face. At Beaufront, pupils' individual needs are identified early and met well. Teachers adapt tasks to enable pupils with SEND to access learning successfully. Generally, staff are deployed effectively to support pupils with SEND, helping them to take part in learning alongside their peers. The school seeks external advice and support for pupils with SEND. For example, leaders have developed a consistent approach to the classroom environment to better meet pupils' social, emotional and mental health needs. Pupils speak positively about these

p.2

Inclusion Expected standard

changes and how they help them to engage with learning.

p.3

Inclusion Expected standard

The school makes effective use of pupil premium funding. Disadvantaged pupils achieve well and take part fully in school life. Leaders check on the progress made by pupils, including pupils with SEND, disadvantaged pupils and pupils known or previously known to social care, regularly. They use this information to make sure pupils receive the support they need and to adapt provision where necessary.

p.3

Personal development and wellbeing Expected standard

Leaders prioritise pupils' personal development and wellbeing. The school's personal development programme meets pupils' social, emotional and mental health needs well. It enables pupils to develop confidence, resilience and ambition. Pupils speak clearly and politely to each other and to staff in school. They are kind, respectful and welcoming to visitors. Pupils are considerate of others who may not share their views. They understand the need for equality and the importance of fairness. The curriculum helps pupils learn about different cultures, religions and beliefs. Educational visits, such as a visit to a Hindu temple, broaden pupils’ understanding. Pupils are prepared well for life in modern Britain.

p.3

Personal development and wellbeing Expected standard

Pupils know that they can speak to adults in school and use the school’s wellbeing and pastoral systems to share any worries or concerns. Pupils feel safe in school and talk confidently about how they learn to stay safe through the curriculum. For example, they understand and follow the rules for crossing the road between the school's main site and field. Pupils follow internet safety rules and develop their understanding of how to stay safe in the community through visits from the emergency services. They understand the importance of keeping both their bodies and minds healthy.

p.3

Personal development and wellbeing Expected standard

Pupils, including those with special educational needs and/or disabilities, disadvantaged pupils and those known or previously known to social care, take part in clubs and residential visits. These opportunities help them to develop confidence, social skills and independence. Pupils take part in extra-curricular activities such as cricket, art and choir. Older pupils develop leadership skills through roles of responsibility, such as school prefects, digital leaders and playground buddies, and through a democratically elected school council. Through this, pupils learn about decision-making and contribute to choices such as the school’s menu and library books.

p.3

Achievement Needs attention

Pupils make a secure start in number formation, letter formation and spelling in the early years. However, this is not sustained in key stages 1 and 2. Many pupils, including pupils with special educational needs and/or disabilities, disadvantaged pupils and pupils known or previously known to social care, do not form letters and numbers accurately. Incorrect spelling of common words is a frequent occurrence. Some pupils do not apply the punctuation rules they have been taught consistently. Pupils do not learn their number bonds and multiplication facts securely. This is reflected in pupils' outcomes in the Year 4 multiplication tables check, which remain below the national average over time. Pupils do not recall and apply number and multiplication facts quickly enough. This slows their progress in mathematics. As a result, pupils are not prepared well enough for the next stage in their education in writing and mathematics.

p.4

Achievement Needs attention

All pupils, including those who face barriers to their learning, read with accuracy and fluency. This is reflected in outcomes in the Year 1 phonics screening check, which remain consistently above the national average. Older pupils continue to make good progress in reading. Pupils achieve well in reading across the school.

p.4

Curriculum and teaching Needs attention

In key stages 1 and 2, teachers' expectations of their pupils in writing and mathematics are not high enough. Pupils' poor letter and number formation is not addressed consistently. Other basic skills, such as spelling patterns, punctuation rules, number bonds and multiplication facts, are not taught well enough for pupils to become secure in age- appropriate knowledge. In mathematics, older pupils do not record their calculations and methods systematically.

p.4

Curriculum and teaching Needs attention

Teachers deliver the school's phonics programme very well. Pupils become fluent and confident readers quickly. Teachers ensure that specific learning targets for pupils with special educational needs and/or disabilities, disadvantaged pupils and pupils known or previously known to social care are addressed in lessons effectively.

p.4

Curriculum and teaching Needs attention

Leaders understand the school’s strengths and have identified the right priorities in their strategic plans. However, these actions have not yet had sufficient impact on pupils’ progress and attainment.

p.4

Curriculum and teaching Needs attention

The school's new curriculum is sequenced well from the early years to Year 4. The curriculum is enriched with opportunities to enhance pupils' wider personal development. Leaders check the impact of the curriculum on pupils’ learning regularly and adapt it where needed. They review and refine the curriculum to meet the needs of new cohorts of pupils.

p.4

Leadership and governance Needs attention

The school is experiencing a period of instability in governance. Several governors, including the chair and vice-chair of governors, have resigned recently. Since then, three new governors, with the necessary skills, have been appointed. The current chair has been appointed on an interim basis. Governors continue to meet their statutory duties, including those relating to safeguarding. However, over time, the governing body has not provided sufficient challenge to leaders.

p.4

Leadership and governance Needs attention

Leaders understand the school’s strengths and areas that require further development. They have identified appropriate priorities, including improving pupils’ writing and mathematics. However, some actions are recent and have not yet had a positive impact on pupils’ outcomes.

p.5

Leadership and governance Needs attention

Leaders consider staff workload and wellbeing when implementing new initiatives. They develop staff expertise through training and work with external partners. This strengthens teaching and supports pupils to learn effectively. Leaders also work with regional partnerships, the local authority and external organisations to strengthen teaching and the curriculum.

p.5

Leadership and governance Needs attention

Parents and carers are very positive about the school. They value the improvements to indoor learning spaces, including the new library. Parents recognise that pupils are treated as individuals and receive support that meets their needs. Many welcome the improved communication between school and home.

p.5

What it's like to be a pupil at this school

Pupils enjoy attending Beaufront First School. They attend regularly and arrive on time. Each morning, staff welcome pupils individually at the school gates. This provides pupils and their families with a chance to share important news. Pupils feel understood and supported because staff know them and their families well. Pupils, including those with special educational needs and/or disabilities, disadvantaged pupils and pupils known to social care, have their individual needs identified quickly and met well. Many pupils attend the school’s breakfast and after-school clubs, which helps them settle well at the start of the day and provides opportunities to develop their interests and character.

p.5

What it's like to be a pupil at this school

At Beaufront, pupils behave well. They feel safe and well cared for. Breaktimes are joyful and harmonious. Pupils make full use of the school's natural outdoor environment. Some pupils enjoy tree-climbing, while others enjoy outdoor lessons including physical activities, forest school sessions and reading in the outdoor library.

p.5

What it's like to be a pupil at this school

Children in the early years love listening to, and joining in with, sounds, rhymes and stories. In Reception, most children get off to a great start in phonics. All pupils read well and often. Some pupils do not develop fluency in handwriting and spelling work, and do not develop their knowledge of multiplication facts as quickly as they should. As a result, they do not always apply their knowledge confidently in their learning across different subjects.

p.5

What it's like to be a pupil at this school

Pupils take part in visits that help them learn more. For example, after visiting an art gallery to see a painting by Claude Monet, pupils created artwork to share with their parents. Residential visits help pupils become more confident and independent. Pupils take part in

p.5

Team inspector:

Ailsa Taylor, Ofsted Inspector activities in the local community, including exhibiting their work at a local fruit and vegetable show and attending a county show.

p.6

Next steps

Leaders should strengthen curriculum delivery in writing and raise teachers’ expectations so that pupils spell accurately, form letters correctly and write fluently. Leaders should improve pupils’ knowledge and skills in mathematics, including their quick recall of multiplication facts. Those responsible for governance should strengthen their knowledge and expertise so that they are well informed about the school’s work, support leaders effectively and hold them to account.

p.6

About this inspection

The interim chair of the governing body is Dave Cookson.

p.6

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.6

About this inspection

The headteacher was not present at the time of the inspection.

p.6

About this inspection

Inspectors spoke with the acting headteacher, the school's improvement partner, the interim chair of governors and three other governors.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school currently uses no alternative provision.

p.6

About this inspection

Since the previous inspection, there have been significant changes in the local governing body.

p.6

Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

p.7

What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years. National average: 26.3%

p.7

What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

p.8

What does this mean?

The proportion of pupils with reported special educational support needs at the school.

p.8

What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

p.8

What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

p.8

Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

p.9

Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

p.9

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.9

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.9

Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.9

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.9

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.10

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.10

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.10

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.10

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.10

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.10